SCHOOL OF ADVANCED PEDAGOGICAL EXPERIENCE AS A FORM OF ADVANCED TRAINING OF PEDAGOGICAL STAFF OF PRESCHOOL INSTITUTIONS OF THE USSR (THE SECOND HALF OF THE XXTH CENTURY)

Abstract

The article is devoted to the coverage of the historical and pedagogical aspect of the peculiarities of work of schools of advanced pedagogical experience for pedagogical staff of preschool institutions of the USSR in the second half of the XXth century.
The author has established that the first attempts to organize the exchange of experiences took place in 1948 during the regional conference of preschool teachers. It was found that since the 60s of the XXth century, the generalization and dissemination of the best pedagogical experience of kindergartens or individual educators is one of the most common forms of professional development of preschool personnel.
The content of documents that regulated the organization and directions of the school of advanced pedagogical experience, in particular the purpose, tasks, features of the organization and the content of work are considered and characterized.
It was established that the schools of advanced pedagogical experience worked on the basis of support preschool institutions, which were established in order to implement in practice the achievements in the field of preschool pedagogy, as well as to improve the skills of teachers and conduct experimental work. The categories of pedagogical personnel and features of the organization of work of schools of advanced pedagogical experience are defined. The range of issues that had been considered, the forms of educational and methodical work and the peculiarities of the staffing of such schools are outlined. The aurhor describes in detail stages the studying and generalization of the advanced pedagogical experience.
The role of schools of advanced pedagogical experience for improving the professional knowledge of pedagogical staff of preschool institutions of the specified chronological period, and the specific characteristics of management from departments of preschools of regional institutes of teacher training are highlighted. The positive impact and shortcomings of this form of professional development are indicated.